Sociolinguistic Profile

The article examines linguistic landscape of five districts in Nepal's capital, Kathmandu. The relevance of the research lies in the increased interest of linguists in studying the role of English in the context of societies where English has never been a native language. The article draws on the framework of the theory put forward by Kachru who suggested viewing the global use of English as concentric circles. Nepal is a multiethnic, multicultural and multilingual state whose official languages are Nepali and English, i.e., the country belongs to the outer circle of Kachru's model with English as a second language. The analysis of theoretical sources shows that English in Nepal has evolved into a specific variety, Nenglish. It may be argued that Nenglish, like some other variants of English in Asian and African countries, is likely to gain recognition as an independent variety. The research focused on English as a language of Kathmandu's linguistic landscape has revealed that there is a noticeable difference between the usage of English in signs put up by state-and city-run organisations and commercial companies. Non-commercial organisations tend to create bilingual signs where the content of English and Nepali texts is identical. The primary function of such signs is factual: they name an organisation, deliver information and appeal both to the Nepalese and foreigners. Some of the signs are relational and are designed to connect with people. Commercial companies generate signs where only some elements are English. Here, information is only one of the functions. English in Nepal is associated with competence and high quality. Correspondingly, companies use English as means to enhance their image and advertise themselves as truly professional. Some businesses put up signs only in English, which establishes them as those that deal either with foreigners or with the Nepalese who have a good command of English.

The increasing linguistic and cultural diversity in contemporary societies inevitably affects the field of education by challenging teachers to cope with the coexistence of different languages in the classroom. The present research was intended to investigate migrant children's attitudes towards languages through language portraits in order to help educators obtain insights into student multilingual repertoires and experiences. To this end, by adopting a qualitative approach, the study used linguistic portraits and semi-structured interviews to collect the data. The participants of the study were 10 primary school children whose ages ranged from 8 to 12 with a migrant background who have been living in Greece, particularly on the island of Crete. Using the method of content analysis, the findings of the study indicated that migrant children made specific color choices based on flags, emotions, and world experience, and they put colors on parts of the body according to their functions, which signified students' multilingual identities and experiences. Moreover, the findings highlighted multilingual students' need to negotiate their multiple linguistic repertoires, make choices between the languages, prioritize them, rank them, or give priority to the second language, Greek, without, however, abandoning their first languages. The present study aspires to contribute to the relevant research and draws implications for the implementation of multilingual education and culturally sustaining pedagogies.

During the last decade, hyper-diverse school classes' and, by extension, hyper-diverse society's need for inclusive strategies, has been an issue preoccupying the Greek education system, especially after the newest refugee movements from the Middle East. One of the growing matters concerning research in this context, is use of the various languages spoken by newcomer students in Greek classrooms, as first languages constitute an important value in individuals' lives and multilingualism is a reality that must be taken into account in the educational process. During the study presented in this paper, we investigated whether elements of translanguaging are used in the communication between students with a refugee/migrant background and their teachers and classmates in Greek primary school. Through micro-ethnography and a multimethod research approach, observations were carried out in two primary school units in the city of Ioannina, as well as interviews with teachers of students with a refugee/migrant background. Results showcased reduced translanguaging in communication within the school community, prevalence of monolingual teaching in the dominant cultural group's language, as well as reduced use of bridge languages, both by students and by teachers.

51 FALL / AUTOMNE 2013 Vol. 38 No. 2 Maria Petrescu is a PhD candidate at Ontario Institute for Studies in Education at the University of Toronto in the Language and Literacies Education program. Her research interests include child language acquisition, bilingualism/multilingualism, minority language learning and maintenance, and heritage languages. Her PhD research focuses on documenting the bilingual development and bicultural experiences of Romanian-speaking Canadian children. Linguistically Appropriate Practice: A Guide for Working with Young Immigrant Children

Language situations of a country are ever changing. Such changing situations have been exhibited frequently in multilingual, pluralist countries like Ethiopia. Formulating the changes in terms of sociolinguistic profiles is one viable approach to recapitulate the changes. This article, like the previous works of Ferguson (1972), and Takkele (1985) describes the dynamic multilingual situations of Ethiopia to date using the sociolinguistic profile formula designed by Ferguson 1966; Kloss 1968; Stewart 1968; and Ngalsso 1981. The study mainly focuses on twenty-three Ethiopian languages with speakers of more than a hundred thousand each except Ge'ez. Seven of these languages are identified as major languages, and fifteen as minor languages. Ge'ez, English and Arabic are considered as special languages. In addition, the altered roles of Arabic, English and Italian as discussed in Ferguson (1972), Stoddart (1986) are raised with a view to examining their current status.

51 FALL / AUTOMNE 2013 Vol. 38 No. 2 Maria Petrescu is a PhD candidate at Ontario Institute for Studies in Education at the University of Toronto in the Language and Literacies Education program. Her research interests include child language acquisition, bilingualism/multilingualism, minority language learning and maintenance, and heritage languages. Her PhD research focuses on documenting the bilingual development and bicultural experiences of Romanian-speaking Canadian children. Linguistically Appropriate Practice: A Guide for Working with Young Immigrant Children

In this article we explore multimodal communication, specifically drawing in a team, as a tool for literacy engagement and identity affirmation. For this, we developed and trialled collaborative drawing (CD) activities to engage 9 children and 8 adults in non-verbal and verbal communication. We collected photographic, video and audio data which we analysed using an exploratory approach, incorporating thematic analysis. Current research on collaborative drawing does not consider literacy engagement, identity affirmation or how teachers could use this communication method to engage diverse learners, and our study contributes to this gap. Our findings suggest that the CD approach has potential to facilitate literacy engagement and identity affirmation in multilingual settings, but its application in classrooms also has its challenges. This article, thus provides guidance for teachers with an interest in exploring collaborative drawing in practice, and it prepares the ground for further research in this this underresearched field.

Nepalese English is arguably making its presence felt in virtually all domains in Nepal and English literature from Nepal is no exception. The study of creative writings in English by Nepalese literary authors exhibit typical Nepaleseness in such an amplitude that a distinctive English literature can be inferred to be in the making. This paper studies nativization in various genres of literature written in English in Nepal and also contends with the evidences that we have leapt towards Nepalese English literature considered from World Englishes literature perspective. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 26-39 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8090

This case study explores Turkish–English-Arabic multilingual identity sequentially and simultaneously constructed by two refugee siblings raised by their multilingual mother in the family environment where they interact in English and Arabic while they are exposed to Turkish in societal surroundings.  By focusing on the multilingualism experiences of a 7-year-old boy and a 10 –year old girl, the study aimed to explore the multilingualism of the children practising their languages.  The study is filling the void of refugee children identity and language development under scrutiny via data triangulation, consisting of field notes of the researcher, a metaphor questionnaire, and semi-structured interviews. The findings suggest multilingual identity development is a way socialization and achieving success in their host country. The study offers implications for multilingual child-raising in refugee setting offering the simultaneous use of the language repertoire of children fostering th...

Objectives: The primary purpose of this study was to examine the difference in peak force (PF) production with and without the inclusion of lifting straps (LS) during an isometric mid-thigh pull (IMTP). An additional goal of this study was to identify potential asymmetry during the two protocols while evaluating the potential use of a dual force plate IMTP as a tool for player monitoring programs. Methods: Twenty-one NCAA division I men (n=10) and women (n=11) soccer players performed a maximal IMTP over dual force plates with and without the assistance of LS. The PF total between the two plates for both conditions was used to examine the effect of LS. Asymmetry was assessed by the PF of the separate force plates by calculation of a symmetry index (SI). Results: The PF achieved with the assistance of LS was significantly greater for males

Objectives: The primary purpose of this study was to examine the difference in peak force (PF) production with and without the inclusion of lifting straps (LS) during an isometric mid-thigh pull (IMTP). An additional goal of this study was to identify potential asymmetry during the two protocols while evaluating the potential use of a dual force plate IMTP as a tool for player monitoring programs. Methods: Twenty-one NCAA division I men (n=10) and women (n=11) soccer players performed a maximal IMTP over dual force plates with and without the assistance of LS. The PF total between the two plates for both conditions was used to examine the effect of LS. Asymmetry was assessed by the PF of the separate force plates by calculation of a symmetry index (SI). Results: The PF achieved with the assistance of LS was significantly greater for males

Translanguaging has been placed at the center of the research and teaching activity over the last decade, while teachers seem to promote the use of all the linguistic resources of their students in classrooms with linguistic and cultural diversity. Among the best practices for promoting translanguaging and the flexible use of the students' resources, reading multilingual texts is proposed as an important activity for students who are daily bombarded with a great variety of diverse stimuli. To clarify it more, students tend to come into contact with "texts" in every mode, that are not only offered in their L1 but they usually include and are written in various linguistic codes known or not to them. However, limited research has focused on such issues of reading a text with multilingual wealth, thus this was a major factor and reason behind this research initiative. This paper presents a study that aimed at investigating young learners' reading strategies when approaching a multilingual text. More specifically, 27 primary education students of Greek origin were provided with two different types of multilingual texts and they were asked to complete a specifically designed record protocol reflecting on their reading behaviour. At first, the students came across a text, which was given both in another language and in Greek while at a second phase, the students were encouraged to read a text in which different languages were used. Within this context, an attempt was made to identify the strategies of students prior to reading, while-reading and upon reading with the purpose to shed light into the multidimensional framework of reading a multilingual text. Following the processing of the data derived from the multidimensional research, it was revealed that students employed a great variety of reading strategies before they begin to read the text. Nevertheless, they did not seem to use while-and post-reading strategies to a great extent, when a multilingual text is given to them inciting more interest in raising students' reading strategies through implementing educational activities.

Nepalese English is arguably making its presence felt in virtually all domains in Nepal and English literature from Nepal is no exception. The study of creative writings in English by Nepalese literary authors exhibit typical Nepaleseness in such an amplitude that a distinctive English literature can be inferred to be in the making. This paper studies nativization in various genres of literature written in English in Nepal and also contends with the evidences that we have leapt towards Nepalese English literature considered from World Englishes literature perspective. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 26-39 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8090

The adoption and adaptation of the English language across the globe have given birth to several nativized varieties such as Indian English, Japanese English, Singaporean English etc. A good number of papers have appeared to argue that a divergent variety of English has grown in Nepal with its own distinctive features at all language levels. The emergence and growth of new English in Nepal, however, have generated heated debates amongst scholars. Whereas some argue that English should be owned and promoted for it has become an inevitable component of not only Nepalese academia but also socio-political life, others fear the development as fatal to indigenous linguistic and cultural heritages. In this article, I propose to own Nepalese English but cautiously i.e. the way it does not ruin our local inheritances. Nonetheless, I primarily advocate building a corpus of Nepalese English to authenticate it and pave the way for owning DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6127 NELTA 2...

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The language of English-speaking Caribbean immigrant students in the United States is examined, and it is argued that conventional English-as-a-Second-Language classes and curricula do not address the linguistic needs of these students. Background information on the evolution and sociocultural patterns of English-based vernaculars, or Creoles, of the Caribbean population is offered, and the controversy over their status as dialects or languages is discussed, drawing on the relevant research literature. Literature on the teaching of English to English-based Creole speakers is also examined, and a three-dimensional approach is suggested: (1) immersion in standard English in classes with native English-speakers, to acknowledge and foster growth of already-developed receptive skills; (2) teacher training in the real grammatical differences between standard English and Creole, perhaps using ESL approaches of contrastive and error analysis; and (3) teacher training to explain underlying differences in meaning where superficial similarities in lexicon, syntax, and discourse features exist between standard English and Creole. Some of these basic differences are outlined here. Contains 18 references. (MSE)

This research was conducted to explore and compare Greek educators' views on migrant students, as well as to establish some social-demographic differences in Greek teachers' views. The research was cross-sectional, and the research instrument was a questionnaire. The sampling technique used in the present research was the non-probability sampling, and even the purposive sampling was used. All the participants were educators, and the sample consisted of 150 participants. In Greek literature, there is a limited number of studies on teachers' views on migrant students and their integration in the general school. Based on this research, it was found that most of the studied teachers had positive views on migrant students. The most negative views on migrant students were expressed overtly by the female Greek teachers, who were 41-60 years old (M = 52.7, SD= 2.35), had postgraduate studies, were in good economic situation, married, and lived in villages. In contrast, the most positive views on migrant students were expressed overtly by the male Greek teachers, who were 18-40 years old, hold Ph.D., were in bad economic situation, single, and lived in cities. Given these results, it is necessary to educate teachers, as well as to carry out more research on the individual difficulties faced by teachers and students, as school is the miniature of the society and therefore school integration extends to social inclusion.

Purpose. the isometric mid-thigh pull (IMtP) test is a strength test usually requiring expensive equipment like a force platform. Low-cost alternatives could make IMtP testing more accessible. Previous research reported high systematic bias when comparing low-cost devices with more expensive criterion devices (force platforms). this study investigated the concurrent validity and intra-session reliability of a custom-built low-cost IMtP device using a load cell. Methods. Overall, 17 recreationally resistance-trained men (25 ± 6 years, 83 ± 14 kg, 178 ± 7 cm, 5 ± 3 years of resistance training experience) first visited the laboratory to be familiarized with testing protocols and returned 2-3 days later for IMtP testing with the low-cost device and a laboratory-grade force platform. Results. the overall bias was trivial (-0.8%, 95% CI:-5.7 to 4.3%). the typical error of the estimate was moderate (10.2%, 95% CI: 7.4-16.2%). A strong correlation of 0.91 (95% CI: 0.76-0.97) was found between peak force values from both devices; the low-cost IMtP device accounted for 81.3% of the variation in force platform. the low-cost IMtP also demonstrated acceptable scores for reliability and agreement (ICC = 0.96, 95% CI: 0.89-0.98; typical error = 5.0%, 95% CI: 3.7-7.7%), similar to the criterion (ICC = 0.97, 95% CI: 0.91-0.99; typical error = 4.5%, 95% CI: 3.3-7.1%). Conclusions. the low-cost IMtP device using a load cell was valid and reliable for maximal force production in recreationally trained men and provided results comparable with those of a force platform.

This paper explores the language views and practices of postgraduate student-teachers attending a distance-learning Master's Programme of a Greek University, entitled "Language Education for Refugees and Migrants" (LRM). Teachers and professionals working with language learners in linguistically diverse contexts make up an interesting research sample in order to explore their perceptions and practices concerning bi/multilingualism and language learning. The study was conducted through an open-ended questionnaire, delivered and completed electronically by the student-teachers of two modules of the Programme (LRM 53: Language teaching for adult refugees and migrants and LRM54: Language teaching for children with refugee and migrant background) and included open-ended questions regarding their profile, their perceptions towards bi/multilingualism and translanguaging, language use in the school context, the first language and its relation to second language learning. Taking into account the students' sample profile, the data can provide insights into the ways student-teachers view and deal with language diversity in their classrooms. Issues of attitudes and practices towards multilingualism and language teaching are discussed in relation to students-teachers' professional development/education. Also, through comparisons between the two groups of students of the modules, the results are expected to explore some common ground assumptions on the differences between language teaching for children and adults (in the refugee context) but also potential nuances and elements of distinctiveness in the two areas.

In this article, I examine the views of asylum seekers with limited schooling experience who attend classes in Greek as a second language, and their teachers, who volunteer in a non-profit organization, using semi-structured interviews. I discuss the role of language in the social inclusion of refugees in a non-formal educational setting and how it affects their motivation to learn the Greek language. Attending classes in a non-formal setting seems to lead to greater social inclusion, broadening the students' relationships with other immigrants/refugees and their instructors. Social skills in communication and interaction between themselves and also other people are enhanced.

A large number of community schools in Nepal are shifting their medium of instruction policy from Nepali to English. This shift to English as a Medium of Instruction (EMI) has the potential for disruption and changes in teachers' perception of their own identities. The main purpose of the study was to investigate how teachers' perception of their own identity is shaped and reshaped along with the changing landscape of medium-of-instruction policy in Nepal's community schools. Following narrative inquiry research design, I conducted semi-structured interviews with three primary teachers from three EMI community schools which were purposively selected. As the findings revealed, the EMI policy overhaul has created two opposing sets of new identities of teachers: on the one hand, there is admiration among the general public towards English as a linguistic capital in Nepal and it has become a part of the linguistic identity of teachers as they are being responsible, laborious, punctual, dedicated, and regular for effective teaching and learning, on the other hand, they cannot explore the content in English in comparison to Nepali since they are not trained as well as equipped with the facilities that are needed to EMI.

The journey of journal publication in its true sense of academic spirit is, obviously, not an easy job but an essential one for the professional development of all kinds of professionals and practitioners in general and ELT professionals and practitioners in particular. Since Nepal English Language Teachers Association (NELTA) is a purely professional and volunteer organization devoted to the professional development of English teachers and learners, it has been rigorously working in this field from its establishment till today. Besides conducting training, workshops, seminars, webinars, and conferences; the NELTA center has been publishing the Journal of NELTA including research and academic articles for more than two decades onwards. Following the path of the NELTA center, provincial committees and some branch committees are also publishing the journal as the part of professional development of English teachers and learners. As NELTA decided to be restructured its existing structure at the provincial level, NELTA Karnali was born in 2019 under the leadership of Mr. Bishnu Kumar Khadka as the founding president of the NELTA Karnali Province Committee. As per the true spirit of its establishment, NELTA Karnali conducted training sessions, workshops, and TSC preparation classes targeting English teachers in the initial days. Later it launched the "Empowerment through English and ICT Campaign" by teaching the English language to the then-members of the parliaments of Karnali Province including the then-speaker and deputy speaker. Moreover, during the pandemic period due to COVID-19, NELTA Karnali successfully organized a threeday virtual regional conference in ELT and actively participated in the virtual training sessions, workshops, seminars, webinars, and conferences organized by the NELTA center, other provinces, and branches as well as RELO and British Council. As part of professional development, NELTA Karnali is publishing its first volume of the "Journal of NELTA, Karnali" in coordination with the NELTA center and financial support of RELO at present. This volume of the Journal of NELTA, Karnali consists of 7 articles. There are four articles related to various dimensions of ELT and research in ELT. The article entitled 'Connecting Action Research in English Language Teaching: A Postulation' by Dipendra Kumar Khatri explores the theoretical aspects of action research by linking the idea with a particular EFL ELT context. Similarly, another article entitled "Social Inequalities in ELT Classroom and Challenges on Teachers" by Ganesh Kumar Kandel analyzes the policies and pedagogies related to English language teacher education (ELTE) in Nepal. Likewise, Mr. Nem Bahadur Shahi reflects the communicative language teaching and task-based instruction for effective learning in the ELT classroom. In addition, Mr. Nabaraj Poudel explores the roles expected of language teachers in an ever-shifting English language teaching scenario. There are three articles related to literature and language teaching in this volume. In his article, Dr. Raj Kumar Gurung explores feminism on this site to make the readers aware of female identity and gender equality by teaching feminism in EFL classes because society is not free from the grip of male domination. Likewise, Mr. Raj Kumar Sharma focuses on how English literature assists to ameliorate English language in English language teaching (ELT) classes attempting to analyze how literature attunes students with various language skills in ELT classrooms. In addition, Dr. Shyam Lal Magarati displays how the Dalit people have been living in a society bearing harsh torture, trauma, and inhuman treatment analyzing the poem Paitala Pukar in English literature. Respecting the authorship, the authors of the articles in this volume shall be solely responsible for their opinions, citations, and plagiarism-related issues and no part of them are the subjects of the editorial and publication board. The editorial and reviewer team tried their best to cook them and served them to the targeted readers in this journal. On behalf of the editorial team, we would like to acknowledge all ELT professionals and practitioners who directly and/or indirectly contributed to making a successful publication journey ahead.

Parental involvement of super-diverse families in the educational process is an integral part of the integration of emergent bilingual students, which, however, entails obstacles to its implementation in Greek schools and worldwide. Τhe present study investigates, through a qualitative case study, the perceptions of eight primary school teachers who had worked in zones of educational priority (ZEPs) in Greek public education, which are also called reception classes, towards the involvement of immigrant and refugee parents in the educational process as well as the barriers that influence it. The methodological tool of semi-structured interviews was used, while the sample was selected with both the convenience and snowball sampling techniques. Some important results reveal the usefulness of parental involvement for all involved persons in the school–family partnership as well as the multiple obstacles to its implementation. The main difficulties encountered by the participants were th...

Parental involvement of super-diverse families in the educational process is an integral part of the integration of emergent bilingual students, which, however, entails obstacles to its implementation in Greek schools and worldwide. Τhe present study investigates, through a qualitative case study, the perceptions of eight primary school teachers who had worked in zones of educational priority (ZEPs) in Greek public education, which are also called reception classes, towards the involvement of immigrant and refugee parents in the educational process as well as the barriers that influence it. The methodological tool of semi-structured interviews was used, while the sample was selected with both the convenience and snowball sampling techniques. Some important results reveal the usefulness of parental involvement for all involved persons in the school–family partnership as well as the multiple obstacles to its implementation. The main difficulties encountered by the participants were th...

This qualitative content analysis paper attempted to explore the linguistic, creative, and pragmatic nativization employed by creative Nepali authors of English in their writings. I purposively selected three anthologies of stories, four novels, eight essays, one newspaper article, and four news stories/reports. Then, I went through the contents, examined the language used in those texts, noted down the unique features of Nepali English, and thematized them under linguistic, creative, and pragmatic nativization to make the analysis more explicit. I found that the creative Nepali authors of English intentionally nativized English to convey a distinct sense of Nepaliness and to deconstruct the so-called sacred cow model of English. Findings reveal that policymakers and pedagogues need to shift from the monomodel approach to the functional polymodel approach that only values the features of Nepali English as innovations, rather than errors.

Intercultural education is an educational movement that aims to ensure all students have equal learning opportunities at school and in society. Intercultural education seeks to achieve a harmonious co-existence of all these different cultural groups. In intercultural education, diversity is deconstructed, and the boundaries of power between dominant and non-dominant groups are not fixed. The research aimed to study the views of primary and secondary school teachers on implementing interculturalism of immigrant/refugee students in Greek educational policy. Qualitative research through the semi-structured interview method was chosen for the data collection. The constructed interview guide was based on the literature on migration and its theoretical framework. The participants in the research were twenty-two primary and secondary school teachers. Eight of them were males, and fourteen were females. The results showed that most primary and secondary education teachers positively approac...

English language teaching (ELT) journey in Nepal needs to be explored from its historical perspective as there is only few literature available in this area. In this respect, there is a need of analysing historical development of ELT from various dimensions in chronological order. Therefore, this paper aims at presenting an overview of the development in terms of the policies and practices of ELT reviewing and analysing the available literature collected from different sources. After analysing the data, the research claims that English language teaching has been an integral part of education system in Nepal from nursery to tertiary level as a subject and/or medium of instruction throughout the history. Furthermore, the trends of development of ELT in Nepal seem to continue both in its quantity and quality in future due to the increasing use of English in multiple sectors.

This study aims to investigate language teaching practices for bi/multilingual students applied in Greek Public schools. The students of LRM (Language Education for students with Refugee and Migrant background) programme (HOU) filled out an online questionnaire. Teachers were invited to express their attitudes towards applied language practices, their teaching strategies, and materials which they considered appropriate for bi/multilingual students. The findings showed that the 42 participants valued the use of effective language teaching (ELT) practices. It was argued that bi/multilingual students could benefit the most from them. Nevertheless, most of the participants underlined the institutional shortcomings such as the lack of appropriate educational material. Finally, the researchers, based on the questionnaire data and recent research trends, came up with suggestions that could improve the bi/multilingual language education policies of the Greek educational system.

Parental involvement of super-diverse families in the educational process is an integral part of the integration of emergent bilingual students, which, however, entails obstacles to its implementation in Greek schools and worldwide. Τhe present study investigates, through a qualitative case study, the perceptions of eight primary school teachers who had worked in zones of educational priority (ZEPs) in Greek public education, which are also called reception classes, towards the involvement of immigrant and refugee parents in the educational process as well as the barriers that influence it. The methodological tool of semi-structured interviews was used, while the sample was selected with both the convenience and snowball sampling techniques. Some important results reveal the usefulness of parental involvement for all involved persons in the school–family partnership as well as the multiple obstacles to its implementation. The main difficulties encountered by the participants were th...

Parental involvement of super-diverse families in the educational process is an integral part of the integration of emergent bilingual students, which, however, entails obstacles to its im-plementation in Greek schools and worldwide. Τhe present study investigates through a qualitative case study the perceptions of eight primary school teachers, who had worked in Zones of Educa-tional Priority (ZEP) of Greek public education, which are called otherwise reception classes, to-wards the involvement of immigrant and refugee parents in the educational process as well as the barriers that influence it. The methodological tool of semi-structured interviews was used, while the sample was selected with both convenience and snowball sampling technique. Some important re-sults reveal the usefulness of parental involvement for all involved persons in the school-family partnership as well as the multiple obstacles to its implementation. The main difficulties encoun-tered by the participants were the parents' lack of competence in Greek or in an intermediate lan-guage as well as their unfamiliarity with a culturally different education system. In response to this reality, the establishment of translation services at school with language and cultural interpreters that could bridge theses distances while recognizing families' differences as an asset rather as an obstacle emerges as a necessity.

This study investigates the uses of English in advertising in Brazil and the attitudes of Brazilians towards the use of different difficulty levels of English in advertising. Using a two part, mixed-methods approach, drawing from quantitative and qualitative methods, I utilized a corpus study to examine English uses in Brazilian magazines and a survey to investigate the difficulty of English slogans as a determinant for people's attitudes towards English in advertising. For the first part, three major Brazilian news magazines, Veja, Época, and ISTOÉ were used. From three issues of each magazine, results showed that 57% of the advertisements in all nine magazines contained English in different parts of the advertisements, with most occurrences in the product name, followed by the body copy, headline, subheadline, and slogan. English was used to advertise a number of different product types, but was especially used for advertising cars, electronics, events, and banks. It was also found that the majority of English was used for its symbolic representations of modernity, prestige, globalization, and reliability. Using a survey for the second part of the study, I investigated how Brazilian participants judged four advertisements that featured English slogans that were comparable to slogans judged to be easy or difficult to understand in a similar study conducted by Hornikx, van Meurs, and de Boer (2010). Participants were offered attitudinal choices to mark off on a 4-point Likert scale, where they indicated their attitudes towards the English slogans provided. They were also asked to determine if they understood the slogans and to translate them to indicate their actual understanding of the slogans. Participants showed more positive attitudes towards the uses of English than 'Actual Comprehension' and Attitudes.

Purpose. the isometric mid-thigh pull (IMtP) test is a strength test usually requiring expensive equipment like a force platform. Low-cost alternatives could make IMtP testing more accessible. Previous research reported high systematic bias when comparing low-cost devices with more expensive criterion devices (force platforms). this study investigated the concurrent validity and intra-session reliability of a custom-built low-cost IMtP device using a load cell. Methods. Overall, 17 recreationally resistance-trained men (25 ± 6 years, 83 ± 14 kg, 178 ± 7 cm, 5 ± 3 years of resistance training experience) first visited the laboratory to be familiarized with testing protocols and returned 2-3 days later for IMtP testing with the low-cost device and a laboratory-grade force platform. Results. the overall bias was trivial (-0.8%, 95% CI:-5.7 to 4.3%). the typical error of the estimate was moderate (10.2%, 95% CI: 7.4-16.2%). A strong correlation of 0.91 (95% CI: 0.76-0.97) was found between peak force values from both devices; the low-cost IMtP device accounted for 81.3% of the variation in force platform. the low-cost IMtP also demonstrated acceptable scores for reliability and agreement (ICC = 0.96, 95% CI: 0.89-0.98; typical error = 5.0%, 95% CI: 3.7-7.7%), similar to the criterion (ICC = 0.97, 95% CI: 0.91-0.99; typical error = 4.5%, 95% CI: 3.3-7.1%). Conclusions. the low-cost IMtP device using a load cell was valid and reliable for maximal force production in recreationally trained men and provided results comparable with those of a force platform.

This qualitative content analysis article aims at exploring the perspectives of English language teachers on Nepali English (NE). I purposively selected six college level English language teachers from Sunsari and Morang districts and collected the required data through a semi-structured interview. The study reveals that NE has emerged in Nepal as a result of mother tongue influence, nativization of English to local contexts, and exposure from the non-native teachers during the second language acquisition process, and it is practically more appropriate than other varieties of English in Nepal. All the research participants favour NE as it is more intelligible and easier to teach and learn than the other varieties of English, promotes Nepali identity, boosts confidence, reduces anxiety, and helps to resist the hegemony of British English (BE) or American English (AE). They, however, believe that more research and discourse on NE, its codifi cation and standardization, and power (politic...

This article reports on students' affective dimension in English-medium instruction (EMI) university programs in Nepal. To unpack the affective dimension of EMI students, I conducted interviews and focus group discussions with students from different disciplines (e.g., business, nursing, pharmacy, and education). The data analysis revealed that the social and cognitive process of selecting an EMI program is embedded in "neoliberal imagination," in which they perceive EMI as a way to upward socioeconomic and symbolic mobility. Such neoliberal desire has implicitly appropriated EMI as a neoliberal endowment and created a discourse of unequal emotions. While EMI has engendered positive emotions (e.g., hope and pride) for some students, other students from non-EMI schooling backgrounds experience negative emotions (e.g., shame and anxiety). The paper, therefore, argues that the neoliberal desire for EMI can create a discourse of mixed emotions, also leading to emotional challenges and discrimination against some students.

English Medium Instruction (EMI) is a growing phenomenon in Nepalese private school education. Learning engagement through EMI in different subjects is believed to be effective for developing learners’ communicative competence and comprehension skills. However, The English proficiency of the teachers, and their positive attitude towards English language and the use of judicious classroom language policy are considered crucial for the effective output of EMI without affecting the learners’ mother tongue. In this context, this study aimed to present the attitudes of secondary-level teachers towards English Medium of Instructions (EMI). It further attempted to find out the effects and challenges of EMI in the context of English medium schools in Mahendranagar, Kanchanpur. A qualitative phenomenological design was employed to extract the lived experiences of the participants with EMI. The researcher adopted a non-random convenience sampling method to collect information from two seconda...

This paper presents data on Greek as a second language teaching and learning practices designed, implemented and evaluated in the 'beginners' Greek' workshop for adult refugees and immigrants, which was run by the intra-university group for bilingualism and multiculturalism in education and society 'Polydromo', during the 2016-2017 academic year, in Greece. After introducing the theoretical principles and the fundamental target-setting, the paper focuses on the 'Basic Communication Skills' language-teaching program which was implemented using the action-research methodology within the framework of the 'Create for Refugees' project, and presents an analysis of a single teaching unit on Health. The description of teaching practices unfolding in this particular community framework is followed by the reflections of both the educator and the learners on these practices, in order to show their translanguagistic nature and particular interactive characteristics that collectively developed through the participation of all those involved. The paper concludes with an evaluation of the total teaching and research experience by highlighting the contribution of the second language literacy practices of the program in promoting not merely the learning of new language and communication skills for the learners, but also new ways of coexistence , collaboration and empowerment for all the participants in this particular learning community.

ter of the island of Jamaica. While different sites of contact, both locations are settings for the use of stigmatized varieties that have become badges of local pride for some members of the communities. These studies suggest that within one geographical area the same variant may index different identities for different groups. 2. Theoretical Framework Although data from both studies are analyzed within a traditionally variationist paradigm, the interpretation of the results was conducted within a language ideology framework (

The present study intends to investigate second/foreign language teaching in formal educational settings. In particular, it probes into the teachers’ and students’ profiles, the teachers’ goals and challenges, the teaching practices, the educational materials used and the classroom climate in various formal educational settings throughout Greece that offer language education to refugee and migrant children. The data were collected through teacher interviews and classroom observations in the context of the Postgraduate Programme ‘Language Education for Refugees and Migrants’ at the Hellenic Open University and analysed through the content analysis method. According to the results of the study, it was shown that there is great students’ linguistic and cultural diversity making these classrooms really heterogeneous. Simultaneously, it was revealed that most teachers, though they did their best to create a supportive educational environment providing not only knowledge but also psycholo...

Maria Petrescu is a PhD candidate at Ontario Institute for Studies in Education at the University of Toronto in the Language and Literacies Education program. Her research interests include child language acquisition, bilingualism/multilingualism, minority language learning and maintenance, and heritage languages. Her PhD research focuses on documenting the bilingual development and bicultural experiences of Romanian-speaking Canadian children.

is a nationally and regionally renowned department engaged in teaching and research in academic writing, linguistics, modern languages and their literatures. We seek to develop in students the ability to analyse and interrogate languages and literatures for a multiplicity of purposes while facilitating cognitive and affective student learning that may be applied nationally, regionally and internationally. Research Notes is published by the Department of Modern Languages and Linguistics.

This article presents a case study, conducted in the Greek educational context, as part of the European collaborative project, called "ISOTIS", funded by the European Union, including 17 partners and 11 countries. The main aim of the case study was the support of students' first languages and cultures through home-based and classroom-based activities, family involvement and the professionalization of teachers using ICT environments in early childhood education. In this paper, we particularly focus on aspects of home-school partnership, as promoted through the support of children's heritage languages and cultures, drawing from the perspectives of the parents, teachers, and professionals, who participated in qualitative, semi-structured interviews and focus groups. The research findings show that homeschool partnership was fostered through the inclusion and support of the children's languages and cultures, the affirmation of their identities and the empowerment of their 'voices' and capitals. Last, they highlight that family involvement has a multiple impact not only for bi/multilingual families and their children, but also for teachers and all parts involved, shown to be benefited in a multidimensional way.

This article explores the emergence, features and practices of Nenglish. Globalization is the cause of the emergence of world Englishes and Nenglish. Along with the emergence of world Englishes, Nenglish has also gained its space in Nepal and Nepali diaspora. This research paper is based on phenomenological research design. The primary sources of data were collected through interviews from two participants. Secondary sources were also studied for theoretical literature. The findings include the lexical, morphological, syntactic, phonological and semantic features of Nenglish. It also includes the existence and status of Nenglish in Nepali diaspora, features of Nenglish, and the practices for its promotion as the major themes.

English has gained a high value in Nepalese societies. The craze of English Medium Instruction at schools, use of English in government and private offices and adoption of it by Nepalese speaker has shown that English has slowly become our property, our language. As a result we are on the way to develop ‘our English’ i.e. Nenglish or Nepanglish.  This paper excavates and explains the features of Nepali English that is used commonly in Nepal. This article is mainly a desk research which also includes researcher’s observation of the English phenomena in the town. The findings show that Nepali English is on the way to being a special variety of English and has several features such as being influenced by ‘Hinglish’; utilizing American lexicon; adopting words from Sanskrit language; including special modification and coinage; Nepaliness in pronouncing and adding tag questions etc.

English in Nepal: History, Development, and Policies documents the historical development of the English language in Nepal. The author argues that English entered Nepal about 250 years ago as a link language between the rulers of Kathmandu and the East India Company officials. In these 250 years, English has functioned differently i.e., in the early stages as the language of political negotiation and a language of the elite class of Kathmandu to differentiate themselves from the common mass. Gradually, English became a major language of education as it was patronized by the ruling elites. This book documents how the English speakers of Nepal developed distinct phonological, morphological,
and syntactic features that are distinct from other varieties of English. Finally, the book discusses how the educational policies of the 1950s onwards contributed to the unique features that speakers of English in Nepal developed.

This article explores the language policy in education (henceforth, LPE) at the local level. Adopting the critical ethnography study for 6 months at Vyas Municipality, I reveal what ideological awareness the policymakers and arbiters have on LPE and how do they interpret and appropriate it in multilingual school setting. The information collected through in-depth interviews, FGD, participant observation, and document reviews have been analyzed, interpreted, and triangulated critically. The study shows three major fi ndings regarding LPE in local government; fi rst, LPE has created a public debate and ideological discrepancy in multilingual school contexts; the second, the local LPE has diverse interpretation, appropriation, and practices; and the last, the English language policy (ELP) appears as a 'black hole', which has been gradually swallowing other local and indigenous languages. However, the language policymakers and arbiters have been gradually raising critical awareness for appropriate LPE and its practices that seems a positive advancement at the local level.